Gender and racial differences in unstructured learning groups in science

Conwell, Catherine R.; Griffin, Sandra; Algozzine, Bob

doi:10.1080/0950069930150109

Cited by 11 publications

(3 citation statements)

References 7 publications

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“…11. Many other researchers have used video technology and subsequently analysed transcripts of the tapes (Conwell et al 1994, Issroff et al 1994). 12.…”

Section: Discussionmentioning

confidence: 98%

The influence of task structure on students’ learning processes: observations from case studies in secondary school science

McGregor¹

2008

Journal of Curriculum Studies

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“…11. Many other researchers have used video technology and subsequently analysed transcripts of the tapes (Conwell et al 1994, Issroff et al 1994). 12.…”

Section: Discussionmentioning

confidence: 98%

The influence of task structure on students’ learning processes: observations from case studies in secondary school science

McGregor¹

2008

Journal of Curriculum Studies

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“…The naturalistic interactions which arose through task engagement were recorded using a video camera with a desktop microphone. As have many researchers before who utilized video technology, the transcripts were subsequently scrutinized (Conwell et al, 1994;Issroff et al, 1994). In analysing the transcripts, actions, reactions, implicit understandings, dialogic exchange, procedural and conceptual development and task outcomes (indicating the complex nature of learning) have all been considered.…”

Section: Observing Pupils-in-actionmentioning

confidence: 99%

Interactive pedagogy and subsequent effects on learning in science classrooms

McGregor¹

2004

Westminster Studies in Education

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Observations of pupils-in-action whilst carrying out investigations indicated that there was plenty of social and cooperative exchange. There was, however, infrequent discussion regarding the planning of experimental approaches, predicting outcomes, consideration of the meaning of evidence and evaluation of task solutions. These observations informed the nature of interactive in-service programmes developed in Keele University Education Department. Professional development was designed to purposely illustrate a wide repertoire of pedagogic strategies that focused around these issues to support cognitive development of pupils. The interactive nature of the in-service training was shown to affect widespread change in teachers' practice. These teachers, involved in experiential in-service, reflected that they intervened more regularly in children's learning. Their engagement in in-service training as learners in problem-solving situations resulted in conceptual shifts in understanding the learning processes their pedagogical transformations could affect. The impact of this changed praxis on pupils' learning in investigational situations was studied after in-service intervention. These findings were compared with the performance of pupils of the same year group carrying out the same investigations before in-service intervention. The more interactive nature of the teachers' changed pedagogy appeared to affect change in the way pupils themselves interacted and learnt from and with each other. Explicitly sharing subjective views through exploratory talk was found to be important to affect learning through social interaction.

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“…Relevant also to this study is evidence suggesting that gender effects can take place in untrained groups undertaking practical/material manipulation activities. To maximise interaction between group members and the material solution, thirteen single sex groups averaging four pupils were formed in order to: (1) minimise the marginalisation of girls with boys' tendency to monopolise materials and apparatus in groups (Conwell et al, 1993;Whyte, 1984);…”

Section: Participants Selection and Groupingmentioning

confidence: 99%

Technological problem solving: an investigation of differences associated with levels of task success

Morrison-Love

2021

Int J Technol Des Educ

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Research into technological problem solving has shown it to exist in a range of forms and draw upon different processes and knowledge types. This paper adds to this understanding by identifying procedural and epistemic differences in relation to task performance for pupils solving a well-defined technological problem. The study is theoretically grounded in a transformative epistemology of technology education. 50 pupils in small groups worked through a cantilever problem, the most and least successful solutions to which were identified using a Delphi technique. Time-interval photography, verbal interactions, observations and supplementary data formed a composite representation of activity which was analysed with successively less contrasting groups to isolate sustained differences. Analyses revealed key differences in three areas. First, more successful groups used better and more proactive process-management strategies including use of planning, role and task allocation with lower levels of group tension. Second, they made greater use of reflection in which knowledge associated with the technological solution was explicitly verblised. This was defined as ‘analytical reflection’ and reveals aspects of pupils’ qualitative technical knowledge. Third, higher-performing groups exhibited greater levels of tacit-procedural knowledge within their solutions. There was also evidence that less successful groups were less affected by competition and not as comprehensive in translating prior conceptual learning into their tangible technological solutions. Overall findings suggest that proactive management, and making contextual and technical connections, are important for pupils solving well-defined technological problems. This understanding can be used to support classroom pedagogies that help pupils learn to problem solve more effectively.

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Gender and racial differences in unstructured learning groups in science

Cited by 11 publications

References 7 publications

The influence of task structure on students’ learning processes: observations from case studies in secondary school science

The influence of task structure on students’ learning processes: observations from case studies in secondary school science

Interactive pedagogy and subsequent effects on learning in science classrooms

Technological problem solving: an investigation of differences associated with levels of task success

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